This book offers a thorough investigation into the development of the cognitive processes that underpin judgements about mental states (often termed 'theory of ...

This paper sets out to give sufficient detail to the notion of mental simulation to allow an appraisal of its contribution to ‘mindreading’ in the context of the ‘false-belief tasks’ used in developmental psychology. We first describe the reasoning strategy of ‘modified derivation’, which supports counterfactual reasoning. We then give an analysis of the logical structure of the standard false-belief tasks. We then show how modified derivation can be used in a hybrid strategy for mindreading in these tasks. We then (...) formulate the hypothesis that children become able (around the age of 4 years) to pass these tasks when they acquire the counterfactual reasoning ability required in this strategy. We find this to be consistent with various empirical findings. We then discuss the implications for the theory/simulation debate, meta-representation and pretence. (shrink)

Byrne implies that working memory development underpins children's ability to represent counterfactuals as possibilities at 3 to 4 years of age. Recent findings suggest that (1) developments in the ability to consider alternatives to reality in children of this age are underpinned by improvements in inhibitory control, not working memory, and (2) children do not develop an understanding of counterfactuals as possibilities until mid-childhood.

Across a series of four experiments with 3- to 4-year-olds we demonstrate how cognitive mechanisms supporting noun learning extend to the mapping of actions to objects. In Experiment 1 the demonstration of a novel action led children to select a novel, rather than a familiar object. In Experiment 2 children exhibited long-term retention of novel action-object mappings and extended these actions to other category members. In Experiment 3 we showed that children formed an accurate sensorimotor record of the novel action. (...) In Experiment 4 we demonstrate limits on the types of actions mapped to novel objects. Overall these data suggest that certain aspects of noun mapping share common processing with action mapping and support a domain-general account of word learning. (shrink)

We defend the Simulation Theory of Mind against a challenge from the Theory Theory of Mind. The challenge is that while Simulation Theory can account for Theory of Mind errors, it cannot account for their systematic nature. There are Theory of Mind errors seen in social psychological research with adults where persons are either overly generous or overly cynical in how rational they expect others to be. There are also Theory of Mind errors observable in developmental data drawn from Maxi-type (...) false belief tests. We provide novel responses to several examples showing that Simulation Theory can answer these challenges. (shrink)

Marshall et al. (2024) identify a potential ethical conflict between the principles of beneficence and respect for patient autonomy when patients refuse to remain in an emergency department (ED) fo...

The performance of 93 children aged 3 and 4 years on a battery of different counterfactual tasks was assessed. Three measures: short causal chains, location change counterfactual conditionals, and false syllogisms—but not a fourth, long causal chains—were correlated, even after controlling for age and receptive vocabulary. Children's performance on our counterfactual thinking measure was predicted by receptive vocabulary ability and inhibitory control. The role that domain general executive functions may play in 3- to 4-year olds' counterfactual thinking development is discussed.

What do human beings use conditional reasoning for? A psychological consequence of counterfactual conditional reasoning is emotional experience, in particular, regret and relief. Adults’ thoughts about what might have been influence their evaluations of reality. We discuss recent psychological experiments that chart the relationship between children’s ability to engage in conditional reasoning and their experience of counterfactual emotions. Relative to conditional reasoning, counterfactual emotions are late developing. This suggests that children need not only competence in conditional reasoning, but also to (...) engage in this thinking spontaneously. Developments in domain general cognitive processing (the executive functions) allow children to develop from conditional reasoning to reasoning with counterfactual content and, eventually, to experiencing counterfactual emotions. (shrink)

Reprint of paper first published in Philosophy and Phenomenological Research in 1984.

Reliabilism has come under recent attack for its alleged inability to account for the value we typically ascribe to knowledge. It is charged that a reliably-produced true belief has no more value than does the true belief alone. I reply to these charges on behalf of reliabilism; not because I think reliabilism is the correct theory of knowledge, but rather because being reliably-produced does add value of a sort to true beliefs. The added value stems from the fact that a (...) reliably-held belief is non-accidental in a particular way. While it is widely acknowledged that accidentally true beliefs cannot count as knowledge, it is rarely questioned why this should be so. An answer to this question emerges from the discussion of the value of reliability; an answer that holds interesting implications for the value and nature of knowledge. (shrink)

Reliabilism has come under recent attack for its alleged inability to account for the value we typically ascribe to knowledge. It is charged that a reliably‐produced true belief has no more value than does the true belief alone. I reply to these charges on behalf of reliabilism; not because I think reliabilism is the correct theory of knowledge, but rather because being reliably‐produced does add value of a sort to true beliefs. The added value stems from the fact that a (...) reliably‐held belief is non‐accidental in a particular way. While it is widely acknowledged that accidentally true beliefs cannot count as knowledge, it is rarely questioned why this should be so. An answer to this question emerges from the discussion of the value of reliability; an answer that holds interesting implications for the value and nature of knowledge. (shrink)

Potential ethical issues can arise during the process of epidemiological classification. For example, unnatural infant deaths are classified as accidental deaths or homicides. Societal sensitivity to the physical abuse and neglect of children has increased over recent decades. This enhanced sensitivity could impact reported infant homicide rates. Infant homicide and accident mortality rates in boys and girls in the USA from 1940 to 2005 were analysed. In 1940, infant accident mortality rates were over 20 times greater than infant homicide rates (...) in both boys and girls. After about 1980, when the ratio of infant accident mortality rates to infant homicide rates decreased to less than five, and the sum of infant accident and homicide rates became relatively constant, further decreases in infant accident mortality rates were associated with increases in reported infant homicide rates. These findings suggest that the dramatic decline of accidental infant mortality and recent increased societal sensitivity to child abuse may be related to the increased infant homicide rates observed in the USA since 1980 rather than an actual increase in societal violence directed against infants. Ethical consequences of epidemiological classification, involving the principles of beneficence, non-maleficence and justice, are suggested by observed patterns in infant accidental deaths and homicides in the USA from 1940 to 2005. (shrink)

Due to their reliance on constitutive higher-order representing to generate the qualities of which the subject is consciously aware, I argue that the major existing higher-order representational theories of consciousness insulate us from our first-order sensory states. In fact on these views we are never properly conscious of our sensory states at all. In their place I offer a new higher-order theory of consciousness, with a view to making us suitably intimate with our sensory states in experience. This theory relies (...) on the idea of ‘quoting’ sensory qualities, so is dubbed the ‘quotational higher-order thought theory’. I argue that it can capture something of the idea that we are ‘acquainted’ with our conscious states without slipping beyond the pale for naturalists, whilst also providing satisfying treatments of traditional problems for higher-order theories concerning representational mismatch. The theory achieves this by abandoning a representational mechanism for mental intentionality, in favour of one based on ‘embedding’. (shrink)

Critics of social injustice argue that the agent of transformative social change will (or should) be a mass agent; namely, an agent that is large, complex, and geographically dispersed. Traditional theories of collective agency emphasize the presence of shared intentions and common knowledge, but mass agents are too large for such cohesion. To make sense of mass agency, I suggest a new approach. On the solidarity theory of mass agency, a mass agent is composed of (a) organizers who intend to (...) fight for social change and (b) supporters who are in solidarity with organizers. (shrink)

An evolutionary case for the existence of free will. Scientists are learning more and more about how brain activity controls behavior and how neural circuits weigh alternatives and initiate actions. As we probe ever deeper into the mechanics of decision making, many conclude that agency-or free will-is an illusion. In Free Agents, leading neuroscientist Kevin Mitchell presents a wealth of evidence to the contrary, arguing that we are not mere machines responding to physical forces but agents acting with purpose. (...) Traversing billions of years of evolution, Mitchell tells the remarkable story of how living beings capable of choice emerged from lifeless matter. He explains how the emergence of nervous systems provided a means to learn about the world, granting sentient animals the capacity to model, predict, and simulate. Mitchell reveals how these faculties reached their peak in humans with our abilities to imagine and to introspect, to reason in the moment, and to shape our possible futures through the exercise of our individual agency. Mitchell's argument has important implications-for how we understand decision making, for how our individual agency can be enhanced or infringed, for how we think about collective agency in the face of global crises, and for how we consider the limitations and future of artificial intelligence.An astonishing journey of discovery, Free Agents offers a new framework for understanding how, across a billion years of Earth history, life evolved the power to choose and why this matters. (shrink)

The wide reflective equilibrium (WRE) is considered the most important method of ethical justification and is intensively discussed in the scientific community. However, it is unclear to what extent it is actually applied in the ethical literature. The objective of this paper is to fill this gap by providing a critical overview of its explicit applications. Explicit application refers to studies that, following Daniels’ definition, contain three levels, name their elements, and provide a connection between the levels. Philosophers Index, ProQuest, (...) PubMed, Web of Science, and Scopus were searched for studies that explicitly used the WRE method and were written in German or English. All topics, disciplines, and publication forms were considered. Nineteen studies were found in which the WRE was applied 23 times. In the 23 applications, 50 equilibria were discussed, and 19 times it was reported that an equilibrium state was reached. The authors applied the WRE in various disciplines, for different purposes, and to diverse topics. The applications themselves differed considerably regarding the application procedure and the scope. Differences can be seen in particular with regard to the presentation of the adjustment process and the WRE criteria used. The results indicate that the WRE can be successfully applied, but the number of explicit applications is still very low. Further research is needed to develop the WRE into an established method of justification. In particular, standards are needed for adjustment and for WRE criteria. (shrink)

Perception involves the processing of content or information about the world. In what form is this content represented? I argue that perception is widely compositional. The perceptual system represents many stimulus features (including shape, orientation, and motion) in terms of combinations of other features (such as shape parts, slant and tilt, common and residual motion vectors). But compositionality can take a variety of forms. The ways in which perceptual representations compose are markedly different from the ways in which sentences or (...) thoughts are thought to be composed. I suggest that the thesis that perception is compositional is not itself a concrete hypothesis with specific predictions; rather it affords a productive framework for developing and evaluating specific empirical hypotheses about the form and content of perceptual representations. The question is not just whether perception is compositional, but how. Answering this latter question can provide fundamental insights into perception. (shrink)

In this paper I defend the theory that knowledge is credit-worthy true belief against a family of objections, one of which was leveled against it in a recent paper by Jennifer Lackey. In that paper, Lackey argues that testimonial knowledge is problematic for the credit-worthiness theory because when person A comes to know that p by way of the testimony of person B, it would appear that any credit due to A for coming to believe truly that p belongs to (...) the testifier, B, rather than the hearer, A. If so, then knowledge would appear not to be a matter of credit for true belief. I think that the problem this raises actually has little to do with the fact that the knowledge comes by way of testimony, and that similar objections can be formulated in terms of perceptual and memorial knowledge. I will attempt to neutralize these objections by drawing a distinction between credit as praiseworthiness and credit as attributability. (shrink)

Decision making and choices are frequent themes in medical ethics. Game theory is based upon modelled decision making. Game theory, and associated logic traps, may have relevance to the clinical practice of medicine and medical ethics. The “prisoner’s dilemma” is one logic trap from game theory in which “rational” decision making on the part of participating individuals can lead to “suboptimal” situations. An example of such a situation involving brain death is presented and discussed from the perspective of the prisoner’s (...) dilemma. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Foundations For Flow:A Philosophical Model For Studio InstructionKrista RiggsThe need for a new approach to studio instruction becomes evident when the current state of the profession and the effects of typical teaching methods are considered. In a profession with relatively little demand for a large supply of candidates for professional employment, realistically very few undergraduate music performance majors will achieve success as either orchestral players or as soloists. Extreme (...) competitiveness and the political hierarchy common in a typical music studio setting can squelch creativity and hinder a student's possibility to attain optimal experience in performance. Such an environment can pose a threat to a student's self-image and motivation, possibly becoming detrimental to the success of the student in any chosen occupation, whether ultimately within music or outside the profession.1As Roland Persson notes, studio teachers are generally hired primarily for their performance accomplishments and place in the historic lineage of their instrument's pedagogy without much regard for previous training in educational theories.2 With a lack of training in instructional methods or developmental theories, college music teachers tend to conduct lessons in the manner in which they were taught. Thus, little attention may be paid to individual differences or developmental issues.3 Studio instruction has also traditionally been approached [End Page 175] in a maestro-like, authoritarian manner with one-directional commands given as law from master teacher to seemingly subordinate students. Such a manner of teaching may contradict the tendency of creative individuals to show more deviant traits of critical and independent thought, possibly hindering the student's potential for artistic growth.4Many music students tend to gain much of their concept of self-worth based on how they perceive their musical ability to be assessed by their studio instructor.5 A dependency for approval can lead to the pursuit of unachievable perfection that can be detrimental to the emotional development and self-confidence of the student.6 A common focus on a final product in instruction rather than on the creative process of personal and artistic growth can also contribute to the detrimental setting of unrealistic goals and resulting lack of self-esteem in the student. Evaluation of artistically, intellectually, and emotionally developing students against an unattainable perceived aesthetic ideal or in comparison to other students of differing strengths and levels of development can hinder motivation while increasing anxiety, extreme competition, and negative emotional response in the learning experience.7 In a more personalized curriculum that centers on individual strengths and weaknesses through a mentoring approach, each student may be guided to develop the intellectual, emotional, physical, and spiritual faculties leading to optimal experience. From creative flow and the peak experiences of self-actualization comes intrinsic motivation for students to pursue creativity as a way of life, with further motivation to find moments for artistic expression and personal satisfaction in all aspects of their being.8A new model concerned with the development of the "whole" student as an individual can serve as a philosophical supplement to studio instructors who may not have received much training in developmental issues, educational theories, or related facets of the psychology of learning and performance. Although each aspect of the model can be considered separately, the potential of guiding a student toward the attainment of optimal experience is increased when all aspects are considered according to strengths and weaknesses present in the individual student. Incorporating the theories and ideas in studio instruction may help enhance a student's artistic and personal development while also strengthening a healthy mentoring relationship between teacher and student. While the model presents aspects of psychology alongside developmental and educational theories, the focus remains as a philosophical synthesis of diverse ideas into a unified system with flow at the center. Rather than aiming to deconstruct or refute opposing theories, the model synthesizes supporting ideas. As Estelle Jorgensen notes, the purpose of a synthesis-oriented or "synoptic" model is not so much to argue or refute contrasting views as it is to build upon the supporting theories and ideas of other writers. The "body of thought" serves an explanatory purpose [End Page 176] of the "clarification of terms and exposition... (shrink)

It is nearly universally acknowledged among epistemologists that a belief, even if true, cannot count as knowledge if it is somehow largely a matter of luck that the person so arrived at the truth. A striking feature of this literature, however, is that while many epistemologists are busy arguing about which particular technical condition most effectively rules out the offensive presence of luck in true believing, almost no one is asking why it matters so much that knowledge be immune from (...) luck in the first place. I argue that the best explanation for the consensus that luck undermines knowledge is that knowledge is, complications aside, credit-worthy true believing. To make this case, I develop both the notions of luck and credit, and sketch a theory of knowledge in those terms. Furthermore, this account also holds promise for being able to solve the “value problem” for knowledge, and it explains why both internal and external conditions are necessary to turn true belief into knowledge. (shrink)

This paper is a critical discussion of Manuel Vargas’ Building Better Beings, focusing on the treatment of desert therein. By means of an analogy between morality and sport, I examine some seemingly peculiar implications of Vargas’ teleological and revisionary account of desert. I also consider some general questions of philosophical methodology provoked by revisionary approaches.

The Evolving Block Universe is a model where spacetime continuously emerges leading to a ‘growth’ of spacetime by which there is a passage of time. Its most recent version extends ideas on the passage of time and the various arrows of time (determined by the cosmological evolution of the whole universe). Attention is drawn to some principal problems with this model, especially how the present moment and the passage of time are defined.

: In this essay, Riggs demonstrates how heterosexism shapes foster-care assessment practices in Australia. Through an examination of lesbian and gay foster-care applicants' assessment reports and with a focus on the heteronormative assumptions contained within them, Riggs demonstrates that foster-care public policy and research on lesbian and gay parenting both promote the idea that lesbian and gay parents are always already "just like" heterosexual parents. To counter this idea of "sameness," Riggs proposes an approach to both assessing (...) and researching lesbian and gay parents that privileges the specific experiences of lesbians and gay men and resists the heterosexualization of lesbian and gay families by focusing on some potentially radical differences shaping lesbian and gay lives. (shrink)

In this essay, Riggs demonstrates how heterosexism shapes foster-care assessment practices in Australia. Through an examination of lesbian and gay foster-care applicants’ assessment reports and with a focus on the heteronormative assumptions contained within them, Riggs demonstrates that foster-care public policy and research on lesbian and gay parenting both promote the idea that lesbian and gay parents are always already “just like” heterosexual parents. To counter this idea of “sameness,” Riggs proposes an approach to both assessing and (...) researching lesbian and gay parents that privileges the specific experiences of lesbians and gay men and resists the heterosexualization of lesbian and gay families by focusing on some potentially radical differences shaping lesbian and gay lives. (shrink)

The role of values in scientific research has become an important topic of discussion in both scholarly and popular debates. Pundits across the political spectrum worry that research on topics like climate change, evolutionary theory, vaccine safety, and genetically modified foods has become overly politicized. At the same time, it is clear that values play an important role in science by limiting unethical forms of research and by deciding what areas of research have the greatest relevance for society. Deciding how (...) to distinguish legitimate and illegitimate influences of values in scientific research is a matter of vital importance.Recently, philosophers of science have written a great deal on this topic, but most of their work has been directed toward a scholarly audience. This book makes the contemporary philosophical literature on science and values accessible to a wide readership. It examines case studies from a variety of research areas, including climate science, anthropology, chemical risk assessment, ecology, neurobiology, biomedical research, and agriculture. These cases show that values have necessary roles to play in identifying research topics, choosing research questions, determining the aims of inquiry, responding to uncertainty, and deciding how to communicate information. Kevin Elliott focuses not just on describing roles for values but also on determining when their influences are actually appropriate. He emphasizes several conditions for incorporating values in a legitimate fashion, and highlights multiple strategies for fostering engagement between stakeholders so that value influences can be subjected to careful and critical scrutiny. (shrink)

This book offers cutting edge research on the modifications and disruptions of bodily experience in the context of anxiety, depression, trauma, chronic illness, pain, and aging. It presents original contributions in applied phenomenology, biomedical ethics, and the use of medical technologies.

Review comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a 'must read' for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this collection of essays, leading educational (...) psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters. (shrink)

In _Marx at the Margins_, Kevin Anderson uncovers a variety of extensive but neglected texts by the well-known political economist which cast what we thought we knew about his work in a startlingly different light. Analyzing a variety of Marx’s writings, including journalistic work written for the _New York Tribune_, Anderson presents us with a Marx quite at odds with our conventional interpretations. Rather than providing us with an account of Marx as an exclusively class-based thinker, Anderson here offers (...) a portrait of Marx for the twenty-first century: a global theorist whose social critique was sensitive to the varieties of human social and historical development, including not just class, but nationalism, race, and ethnicity, as well. _Marx at the Margins _ultimately argues that alongside his overarching critique of capital, Marx created a theory of history that was multi-layered and not easily reduced to a single model of development or revolution. Through highly-informed readings on work ranging from Marx’s unpublished 1879–82 notebooks to his passionate writings about the antislavery cause in the United States, this volume delivers a groundbreaking and canon-changing vision of Karl Marx that is sure to provoke lively debate in Marxist scholarship and beyond. (shrink)

Kevin Scharp proposes an original theory of the nature and logic of truth on which truth is an inconsistent concept that should be replaced for certain theoretical purposes. He argues that truth is best understood as an inconsistent concept, and proposes a detailed theory of inconsistent concepts that can be applied to the case of truth. Truth also happens to be a useful concept, but its inconsistency inhibits its utility; as such, it should be replaced with consistent concepts that (...) can do truth's job without giving rise to paradoxes. To this end, Scharp offers a pair of replacements, which he dubs ascending truth and descending truth, along with an axiomatic theory of them and a new kind of possible-worlds semantics for this theory. He goes to develop Davidson's idea that truth is best understood as the core of a measurement system for rational phenomena, and offers a semantic theory that treats truth predicates as assessment-sensitive and solves the problems posed by the liar and other paradoxes. (shrink)

It will startle no one to hear that there is widespread disagreement among philosophers about the nature and criteria of epistemic justification. There are many distinct notions of epistemic justification, distinguished from one another in a bewildering variety of ways. There are internalist justification, externalist justification, coherentist justification, foundationalist justification, deontic justification, consequentialist justification, propositional justification, doxastic justification, personal justification, situational justification, objective justification, subjective justification, cognitive justification, and structural justification. None of these is quite equivalent to another, yet each (...) is proposed as a way in which something can be epistemically justified. (shrink)

Provides an accessible and scholarly introduction to the core ideas of the existentialist tradition. Kevin Aho draws on a wide range of existentialist thinkers in chapters centering on the key themes of freedom, being-in-the-world, alienation, nihilism, anxiety and authenticity. He also addresses important but often overlooked issues in the canon of existentialism, with discussions devoted to the role of embodiment, the movement's contribution to ethics, politics, and environmental and comparative philosophies, as well as its influence on contemporary psychiatry and (...) psychotherapy. The enduring relevance of existentialism is shown by applying existentialist ideas to contemporary philosophical discussions of interest to a wide audience. The book covers secular thinkers such as Heidegger, Merleau-Ponty, Nietzsche, Sartre, Camus, and Beauvoir as well as religious authors, such as Buber, Dostoevsky, Marcel, and Kierkegaard"--Back cover. (shrink)

This essay explores the unique temporal experience in anxiety. Drawing on first-person accounts as well as examples from literature, I attempt to show how anxiety not only disrupts our physiological and cognitive timing but also disturbs the embodied rhythms of everyday social life. The primary goal, however, is to articulate the extent to which human existence itself is a temporally structured event and to identity the ways that anxiety disrupts this structure. Using Martin Heidegger’s account of human existence as a (...) point of departure, I show how the mood of anxiety has the power to alter our self-interpretations by closing down or constricting our experience of the future. I argue that a constricted future impedes our ability ‘to be’ because it closes off the range of projective meanings that we would ordinarily draw on to create or fashion our identities. (shrink)

This book brings together eleven case studies of inductive risk-the chance that scientific inference is incorrect-that range over a wide variety of scientific contexts and fields. The chapters are designed to illustrate the pervasiveness of inductive risk, assist scientists and policymakers in responding to it, and productively move theoretical discussions of the topic forward.

Both scientists and philosophers of science have recently emphasized the importance of promoting transparency in science. For scientists, transparency is a way to promote reproducibility, progress, and trust in research. For philosophers of science, transparency can help address the value-ladenness of scientific research in a responsible way. Nevertheless, the concept of transparency is a complex one. Scientists can be transparent about many different things, for many different reasons, on behalf of many different stakeholders. This paper proposes a taxonomy that clarifies (...) the major dimensions along which approaches to transparency can vary. By doing so, it provides several insights that philosophers and other science studies scholars can pursue. In particular, it helps address common objections to pursuing transparency in science, it clarifies major forms of transparency, and it suggests avenues for further research on this topic. (shrink)

Costly signalling theory has become a common explanation for honest communication when interests conflict. In this paper, we provide an alternative explanation for partially honest communication that does not require significant signal costs. We show that this alternative is at least as plausible as traditional costly signalling, and we suggest a number of experiments that might be used to distinguish the two theories.

In the eyes of many, liberalism requires the aggressive secularization of social institutions, especially public media and public schools. The unfortunate result is that many Americans have become alienated from the liberal tradition because they believe it threatens their most sacred forms of life. This was not always the case: in American history, the relation between liberalism and religion has often been one of mutual respect and support. In Liberal Politics and Public Faith: Beyond Separation , Kevin Vallier attempts (...) to reestablish mutual respect by developing a liberal political theory that avoids the standard liberal hostility to religious voices in public life. He claims that the dominant form of academic liberalism, public reason liberalism, is far friendlier to religious influences in public life than either its proponents or detractors suppose. The best interpretation of public reason, convergence liberalism, rejects the much-derided "privatization" of religious belief, instead viewing religious contributions to politics as a resource for liberal political institutions. Many books reject privatization, Liberal Politics and Public Faith: Beyond Separation is unique in doing so on liberal grounds. (shrink)

Sosa, Pritchard, and Vogel have all argued that there are cases in which one knows something inductively but does not believe it sensitively, and that sensitivity therefore cannot be necessary for knowledge. I defend sensitivity by showing that inductive knowledge is sensitive.

Thick terms and concepts, such as honesty and cruelty, are at the heart of a variety of debates in philosophy of language and metaethics. Central to these debates is the question of how the descriptive and evaluative components of thick concepts are related and whether they can be separated from each other. So far, no empirical data on how thick terms are used in ordinary language has been collected to inform these debates. In this paper, we present the first empirical (...) study, designed to investigate whether the evaluative component of thick concepts is communicated as part of the semantic meaning or by means of conversational implicatures. While neither the semantic nor the pragmatic view can fully account for the use of thick terms in ordinary language, our results do favour the semanticist interpretation: the evaluation of a thick concept is only slightly easier to cancel than semantically entailed content. We further discovered a polarity effect, demonstrating that how easily an evaluation can be cancelled depends on whether the thick term is of positive or negative polarity. (shrink)

Could low-level exposure to polluting chemicals be analogous to exercise -- a beneficial source of stress that strengthens the body? Some scientists studying the phenomenon of hormesis claim that that this may be the case.s A Little Pollution Good For You? critically examines the current evidence for hormesis.

Most arguments against the possibility of time travel use the same old, familiar objection: If I could travel back in time, then I could kill my earlier (i.e. younger) self. Since I do exist such an action would result in a contradiction. Therefore time travel is impossible. This is a statement of the Principal Paradox of Time Travel. Some philosophers have argued that such actions as attempting to kill one’s earlier self would always fail and that there is nothing especially (...) strange about such failures. Despite these arguments, the problem generally is not viewed as being solved in favour of time travel. The above objection to time travel is also used to dismiss a particular class of cosmological models as being unphysical. This paper provides a solution to the Principal Paradox by exploring both the logical and causal implications of time travel. (shrink)

A keen athlete in his late forties, philosophy professor Kevin Aho hadn't given much thought to his own mortality, until he suffered a sudden heart attack that left him fighting for his life. Confronted with death for the first time, he realized that the things he thought gave his life meaning, such as his independence or his ability to plan his own future, were in tatters. Aho turned to those thinkers who have reflected deeply on the meaning of life (...) and the anxiety of living when every heartbeat might be your last: the existentialists. Armed with insights from the likes of Kierkegaard, Heidegger, Nietzsche, and de Beauvoir, he found new meaning and comfort in a view of life that strives for authenticity and accepts aging and death as part of what makes life worthwhile. Existentialism asks us to face the frailty of our existence and to live with a sense of urgency and gratitude toward its manifold beauties. It is only then that we can be released from patterns of self-deception and begin to appreciate what truly matters in our fleeting, precious lives. (shrink)